scholarly journals Exploring the Articulation of Sentence-Stress among Teachers of English in Selected Nigerian Secondary Schools

2020 ◽  
Vol 8 (3) ◽  
pp. p166
Author(s):  
Eunice Fajobi ◽  
Adenike Onadipe
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Oral Communication ◽  
English Teachers ◽  
Communication Analysis ◽  
Intended Meaning ◽  
Language Classroom ◽  
The Right ◽  
Sentence Stress

A number of studies on Nigerian English intonation, of which sentence stress is a part, reveal that Nigerian English is devoid of accentuation; it is generally spoken with tone. Even at that, none of these studies has analyzed how teachers of English in Nigeria articulate or utilize sentence stress in speech, whether consciously or unconsciously. This present study focuses, therefore, on the performance of secondary school English teachers in the use of sentence stress for effective communication. Analysis of 24 (12 short and 12 long) elicited English sentences uttered by 32 secondary school English teachers in Lagos State of Nigeria reveal a performance of only 27% correct accentuation and 73% incorrect accentuation. The study concludes that secondary school teachers of English in Nigeria have not adequately mastered the art of accenting the right words in sentences to accurately generate the intended meaning. Finally, the study recommends that intensive trainings be organized for teachers of English, thereby creating awareness of the need to treat sentence stress not only as a mere English Language classroom topic, but also as an effective tool of oral communication beyond the shores of Nigeria. 

scholarly journals Acceptance, Readiness and Intention to Use Augmented Reality (AR) in Teaching English Reading among Secondary School Teachers in Malaysia

2021 ◽  
Vol 17 (4) ◽  
pp. 312
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Intention To Use ◽  
Teaching English ◽  
School Teachers ◽  
English Reading ◽  
High Level

Abstract: This research reports on Malaysian English teachers’ readiness and acceptance in using Augmented Reality (AR) in English instruction and their intention to use AR in teaching English reading. Through a survey on 181 Malaysian English language teachers in Klang Valley, Malaysia, it was found that Malaysian English teachers possess quite a high level of acceptance in using Augmented Reality in the teaching of English reading with 60.8 % (n = 110); and have a high level of readiness in using Augmented Reality in the teaching of English reading at 63.0% (n = 114). The researchers also found significant correlation between level of acceptance and behavioral intention (r = .935**, p = .00, p < .05) between teachers’ acceptance with their intention to use Augmented Reality in teaching of English reading at .05 level of significance. There is also high correlation between teachers’ readiness with intention to use augmented reality in teaching English reading, with the correlation coefficient (r), at .924.  In conclusion, Malaysian secondary school teachers’ acceptance and readiness to use Augmented Reality (AR) in teaching English reading are high and there is a positively significant relationship between acceptance and readiness with intention to use AR in teaching English reading.   Keywords: Acceptance, Augmented Reality, English Language Learning, English Reading, Readiness, Intention to Use

scholarly journals LEARNERS’ PERCEPTIONS OF NONVERBAL COMMUNICATION OF ESL TEACHERS

2021 ◽  
Vol 9 (3) ◽  
pp. 754-763
Author(s):  
Tahira Asgher ◽  
Aisha Ilyas ◽  
Iram Rubab
Keyword(s):  
English Language ◽  
Qualitative Interviews ◽  
Oral Communication ◽  
English Teachers ◽  
Language Teachers ◽  
Esl Teachers ◽  
Verbal Language ◽  
Raising Awareness ◽  
Language Classroom ◽  
Esl Classroom

Purpose of the Study: The purpose of this research is to investigate the perceptions of the learners about the use of the non-verbal language of teachers in an ESL class. This study aims to highlight the role played by non-verbal language in the class by raising awareness about the importance of gestures, physical appearance, and paralinguistic features of the English teachers. Methodology: This research employs a mixed methodology. A questionnaire, consisting of 37 close-ended questions is used to record the views of the learners about the use of the non-verbal language of their English teachers. Moreover, qualitative interviews are conducted to find out the learners’ opinion and their awareness concerning the use of non-verbal language by their English teachers. Main Findings: The findings indicate that learners hold a positive attitude towards the teachers who use NVL more frequently. Respondents say that they feel more motivated and interested in the class when the teacher looks at us more frequently and move in the class. According to Neuro-linguists, learning of the language can be enhanced by a drastic level if the teacher can grasp the visual attention of the students while oral communication. Therefore, it is to conclude that learners consider the non-verbal language along with paralinguistic features, extremely constructive in the ESL classroom. They find it encouraging and it aids them in comprehending the content. Application of this Study: The current research will help the practicing language teachers to upgrade their oral communication skills by incorporating the nonverbal cues productively in their classrooms. Furthermore, teacher trainers can make their trainees aware of the importance of the nonverbal part of communication in the ESL classroom either informal lectures or pragmatic preparation. Novelty/ Originality of this study: This study is unique in the sense that it focuses on the role played by the Non-verbal language particularly in the class where English is taught as a second language. It unveils how the integration of nonverbal language along with oral communication can make English language classroom more industrious and productive.

scholarly journals Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

2021 ◽  
Vol 12 (2) ◽  
pp. 268-278
Author(s):  
Meriem Baghoussi
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
School Teachers ◽  
Time Restrictions ◽  
Competency Based ◽  
Teacher Centered

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

scholarly journals EXPLORATORY FACTOR ANALYSIS OF TPACK IN THE CONTEXT OF ESL SECONDARY SCHOOL TEACHERS IN SABAH

2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
English Language Teachers

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.

scholarly journals An Investigation into the Level of Burnout in Secondary School English Language Teachers and their Perception of Prevention of it

2020 ◽  
Vol 1 (4) ◽  
pp. 133-138
Author(s):  
Ziaullah ◽  
Dr. Farooq Nawaz Khan ◽  
Dr. Shazia Kanwal
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Level ◽  
Average Score ◽  
Systematic Sampling ◽  
Country Level ◽  
English Language Teachers ◽  
Teaching Learning

Research on burnout gained popularity in the 1970s but in the last three decades’ research about burnout gained immense popularity (Hedden, 2005, Harmesh, Laurenz, Maulana & Veen., 2018). Frudenberger (1974) defined the term (Burnout) for the first time who opined that when there are too many professional demands with limited resources and rewards, it causes a sense of chronic stress and failure. The current research study was undertaken to find out the level of burnout among secondary school English teacher and also their perception of prevention from burnout. The data from the respondents were collected through CBI inventory to measure their level of burnout and its effects on teachers at the secondary school level in district Swat. An open-ended 7 items questionnaire was used to identify the perception of the teachers about preventing them from burning out. The population for this study is comprised of government secondary schools’ teachers (230) male-only from which the sample group was selected through systematic sampling techniques. The reliability coefficient was measured through the Cronbach alpha method the= .00000. All the respondents used the categories indicating a low level of burnout and the average score of all the respondents is below 40 in most of the categories of burnout.  The study recommends that the school management should take preventive measures to help teachers fight burnout on a school level and larger scale (directorate level) organizations should help teachers maintain balance in their work so that they do not fall victim to burnout. The study is of immense importance for the wellbeing of the teachers and the effective teaching-learning process. To be able to generalize the findings of the study, it is recommended for future researchers to undertake it on a larger scale such as provincial or country level. Moreover, the current research has been conducted only among male secondary school teachers. It would be interesting to see the research-based results across both genders.

scholarly journals Quality Teaching Practice: Value Education in the Language Classroom

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Tan Yuan Yi ◽  
Norhanim Abdul Samat
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
English Teachers ◽  
English Language Teaching ◽  
Analysis Tool ◽  
Full Potential ◽  
English Teacher ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Language Classroom

The latest Malaysian Educational Blueprint (2013-2025) asserts the importance of producing value-driven Malaysians through education. English language teaching should be aimed beyond producing more proficient users as it possesses a nature that is particularly suitable for value incorporation. This research aims to investigate how English teachers communicate values to students, the kinds of values communicated and whether the values communicated are stipulated by the Ministry of Education. This research utilized a qualitative case study approach on two respondents, an experienced English teacher and a novice English teacher. Their lessons were videotaped, transcribed and coded based on a set of established analysis tool. Semi-structured interviews were also conducted to further understand the values depicted by the respondents. The results of the research show that teachers consciously incorporated values through selected topics, tasks and explicit moral statements. They subconsciously transmitted values through classroom rules and regulations, curricular substructures and expressive morality. It is found in this research that teachers applied much more subconscious approaches to communicate values than that of conscious ones during teacher-student encounter, with classroom facilitation being used as the medium most frequently. The kinds of values communicated included spiritual, intellectual, esthetical, positive, interactional, citizen, economical and modernized values. About half of the values communicated were stipulated by the Ministry of Education. This research provides new insights into how Malaysian English teachers can improve the quality of their teaching by harnessing the full potential of a language classroom to educate values.

Accompaniment in Creating Web-Based Learning Material Resources for English Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sumarsih
Keyword(s):  
Secondary School ◽  
Community Service ◽  
Secondary School Teachers ◽  
Positive Impact ◽  
English Teachers ◽  
Learning Material ◽  
School Teachers ◽  
Web Based ◽  
Web Based Learning ◽  
Service Project

The objective of this paper is to describe on how to assist the English Teachers in creating web-based learning material. There are three main steps in this community service project; preparation, implementation and evaluation. The recipients of this community service project were English teachers in Siabu District, from Primary School teachers, First Level Secondary School teachers, to Upper Secondary School teachers who were officially invited through the Head of Education of Siabu District. From this community service activities, activist found that this community service activity has a positive impact on the progress of education in the district of Siabu and also to the State of Indonesia globally. Therefore, this kind of project is suggested to be implemented in many areas in Indonesia.

scholarly journals On the Interaction of Test Washback and Teacher Assessment Literacy: The Case of Iranian EFL Secondary School Teachers

2011 ◽  
Vol 4 (1) ◽  
pp. 156 ◽  
Author(s):  
Razavipour Kiomrs ◽  
Riazi Abdolmehdi ◽  
Rashidi Naser
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Teacher Assessment ◽  
English Language Teaching ◽  
Assessment Literacy ◽  
School Teachers ◽  
High Stakes ◽  
English Teaching ◽  
Teachers Professional Development

It is by now well established that teacher characteristics play a major role in the way high stakes tests impact education (Alderson and Hamp-Lyons 1996). What remains an open question, however, is specifying the type of characteristics that have the potential to moderate the backwash effects of tests. This study was designed to isolate the effects of teachers’ assessment literacy in moderating the washback effects of summative tests in the EFL context of Iran. A test of assessment literacy and a questionnaire on English language teaching practices were administered to 53 EFL secondary school teachers. Results show that teachers are suffering from a poor knowledge base in assessment and no matter how assessment literate they are; they do tailor their English teaching and testing to the demands of external tests. However, more assessment literate EFL teachers seem to be more likely to include non-washback practices in their English teaching. The implications for teacher training and teachers’ professional development programs are then discussed.

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